O ensino por investigação e as metodologias ativas na promoção da aprendizagem significativa no ensino de botânica na educação básica

Abstract

The teaching of Botany in Basic Education has been marked by challenges that limit students' learning and perception of the importance of plants in their daily lives. The traditional approach, centered on the memorization of decontextualized concepts, often makes the content uninteresting and distant from the students' reality. Furthermore, the so-called Botanical Imperception (also referred to in the literature as "plant blindness") reveals a common difficulty in recognizing the relevance of plants in their environment. In this context, this research seeks to understand how Inquiry-Based Science Teaching, combined with active methodologies, can contribute to meaningful learning in Botany education. The work is based on authors such as Ausubel, Carvalho, Sasseron, Zômpero, Bacich, and Moran, engaging with pedagogical proposals that value student protagonism, problem-solving, and the integration of theory and practice. Within the context of the research, an educational product was developed comprising three Investigative Teaching Sequences. The product validation was carried out with two 7th-grade classes from a private school in Anápolis (GO), directly involving a total of 34 students. The results indicated that the use of investigative strategies associated with active methodologies favors student engagement, increases interest in Botany content, and contributes to overcoming conceptual difficulties, bringing scientific knowledge closer to school experience.